During the semester, you will be responsible for 4 Instructor Generated Discovery Labs. Each student will write an individual lab report for each instructor generated lab. Each lab will require a concise, type written, double-spaced report due on the appropriate dates listed on the syllabus. Assistance on the format can be obtained from the Peer Science Center, the Writing Center, or your instructors. The format listed below is recommended.

No assignments will be accepted by the instructors past any deadline.

1. Introduction (a paragraph or two)

2. Materials and Methods (brief and to the point)

3. Results (no more-no less)

4. Questions

5. Discussion (parsimony as well as an aesthetic response is expected)

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Student Generated Labs and the Natural Sciences Database

In the spirit of discovery-oriented science, a segment of the NS I labs will be devoted to allowing students to ask their own questions, design methods, write their own text, run their own lab, analyze the data, and present the results.

We will use the Western Duck Pond, the woods behind Peabody, and a site in Pfeffer park as model aquatic and terrestrial ecosystems. Each lab will be divided into four teaching groups. As an out-of-class assignment, each group will choose a question about natural patterns and/or processes at one of the sites, research literature relevant to their question, decide the best way to address the question given available time and resources, and write a laboratory. These laboratories will be collected and distributed for a peer review and discussion to take place the following week. The revised version of each Student-Generated Lab will be bound and titled the Discovery Lab Manual. This is the lab manual we will use for all subsequent labs. The authors of each lab will be responsible for teaching. They will need to provide data sheets and introductory material, oversee fellow students to make sure the procedures are executed properly, and make adjustments for unexpected events.

So, every student group can count on having, for one day, their entire lab section assisting them to gather data on their question of interest. Class time is valuable--students conducting labs are responsible for using their classmates' time effectively (e.g. steps should be taken before the lab to make certain the methods are feasible and efficient). Authors of each lab will then enter the data into a computer database, analyze the data statistically, interpret the results and, towards the end of the semester, give a presentation about the findings and turn in a final write-up.

Student groups interested in related questions are encouraged to share their findings to add new dimensions to their research. For example, a group investigating the spatial distribution of black oaks in Pfeffer park may benefit from a group working on soil nutrients, or from a group characterizing the topography of the study area. A grid may be established for the Duck Pond and Pfeffer park so that all the results can be related to a common, geographically referenced, database. This will facilitate groups who want to share data in a meaningful way.

Western students catch a snake on the first field trip to Peffer Park

The student-generated database will be continued from year to year, which will allow future classes access to previously collected data to augment their research interests. The result will be an evolving "Natural Science Database," which will provide the basis for progressively more in-depth and sophisticated analyses of the model aquatic and terrestrial ecosystems. A student from the class of 1998, for example, may use the "Natural Science Database" to examine yearly changes in the pH of the duck pond as part of an investigation on acid rain. Peer Science tutors will assist student groups in formating their data for the Natural Science Database. A copy of the Discovery Lab Manual will be placed in the library so future classes can become familiar with what has gone before. For those students who wish to research Western Pond, here are maps of the pond's local watershed and bathymetry .

The Julia Rothermel Center for Science Inquiry

Western Program has a Center for Science Discovery staffed by upperclass students with strong commitments to science. The overall goal of the center is to: 1) serve as an important resource for students thinking through research or pursuing independent investigations, 2) provide a living link between the Natural Science Database and ongoing student investigations, and 3) serve as a central hub for scientific equipment and supplies.

Each student group will work closely with an upperclass science tutor, who will provide advice and help coordinate data.

Guidelines for Student Generated Labs

Search The Science Center Equipment Database!!

Points to Consider:

Avoid Cheesy Science!

WEB FORUM FOR THE NATURAL SYTEMS DISCOVERY PROJECTS: Visit Research Entry by week 4 to put your project ideas, etc. on the web. We will work together online. Students and instructors will provide ideas and critiques as the projects develop. You will also post Progress Reports as the semester moves along.

Natural Systems 1, Fall '03, Discovery Lab Web Feedback and Database

Previous Years Final Discovery Lab Reports ......Use Pop-Ups! 2002-Final Discovery Lab Reports 2001-Final Discovery Lab Reports 2000-Final Discovery Lab Reports Fall 99-Natural Systems 1 Student Research & Peer Review Spring 99-Critical Reflections in the Life Sciences Spring 98-The Nature of Human Nature Fall 98-Natural Systems 1 Student Research & Peer Review Fall 97-Natural Systems 1 Research Menu

2002-Natural Systems Research Categories 2002-Project Ideas 2002-Research Proposal 2002-Lab Packet 2002-Final Discovery Lab Reports 2002-Progress Reports

2001-Natural Systems Research Categories 2001-Project Ideas 2001-Research Proposal 2001-Lab Packet 2001-Final Discovery Lab Reports 2001-Progress Reports

Natural Systems 1, Fall '03, Entry Forms.......	Natural Systems, Discovery Project Submissions...	Natural Systems Progress Reports
Entry Form for all research categories.... Entry form for intial Progress Reports...	Research Ideas Research Proposals Complete Lab Teaching Packet Final Discovery Lab Report	View Progress Reports & new progress postings.....

Search The Science Center Equipment Database!!

The "Acid Lab" concentrated on the dissolution of limestone due to acid rain.

The "Lab Teaching Packet" and Final Report Format

Each "Lab Packet" should be a minimum of 5 pages long, plus references, research timeline, and data sheets. Your lab packet submission should be complete the first time you submit it, but be prepared for feedback from your peers, tutors and faculty which will result in further revision. Your final report should, of course, be much more complete than your "Lab Teaching Packet."

Title (with all authors)

1. Introduction

2. Relevance of your research question

3. Materials and Methods

4. Results (To be included in your final report)

5. Discussion & Conclusions (For your final report!)

6. Literature Cited

Here's a little boost in your search for a suitable topic!!

The world's largest bookstore!

The Library of Congress

The Current Issue of Scientific American

Science Magazine

Search Engines-Search Worldwide

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Lightning One August Evening in Oxford, Ohio

The Try it, You'll Like It Web Database--Ecology, Global Change and Much More

Got Mac OS X 10.2 or Higher?   Download Hays' Sherlock Channel

There are two main sources of research information on this website: (1) The first is a password protected science article database while (2) the second is a non-password protected Within-Site Search of all of the web pages on this site.

Search the PDF Science Article Database--Password Protected The science article library contains thousands of PDF articles. It is an amazing resource. The database is password protected. Search This Website--Open Resource There are over 15,000 web pages on this website, so many pages that it can be difficult to even know what is here. Many of these web pages are student research articles, complete with literature sources. Use the Within-Site Search Engine to look for past student research work that may aid you in your research! It is not password protected. Search WWW Search this Website

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Grading Distribution

A picture of one NS class at the base of the "Bluffs" in Collins Run

Academic Honesty

Please read part V, Sections 501-507 of The Miami Student Handbook on Academic Dishonesty since the policy articulated pertains to all work done in this course.

Assignments & Points

Instructor-Generated Labs (4 reports@50 pts each) 200 pts

Discovery-Oriented Projects Student Lab Ideas (50 pts) Proposal (100 pts) Complete Discovery Lab Packet (200 pts) Research Presentation (100 pts) Final Discovery Lab Report (200 pts)

Naturalist Essay (50 pts)

Peer Review (100 pts)

Class Participation (100 pts)

Exam I (short answer and essay) (100 pts)

Final Exam (short answer and essay) (200 pts)

Total Pts. 1400 pts

Participation: This course will be interactive; 3% will be subtracted from the final course grade for each absence without excuse. This includes absence from scheduled group meetings with science tutors. To receive a grade in this course, you must complete an end-of-course evaluation.

Quicktime Movie-The Creek Walk: Watch Alec as he is outfoxed by a Reptile!

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Texts

A photocopied reader to be purchased at Dubois Bookstore on High Street

Discovery Lab Manual (written by you)

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Geologic Time Scale

EON	ERA	PERIOD		EPOCH	DATES	AGE of	Interesting Biological Events:
Phanerozoic	Cenozoic	Quaternary		Holocene	0-2	Mammals	Humans
				Pleistocene			-
		Tertiary	Neogene	Pliocene	2-5		-
				Miocene	5-24		-
			Paleogene	Oligocene	24-37		-
				Eocene	37-58		-
				Paleocene	58-66		Extinction of dinosaurs
	Mesozoic	Cretaceous			66-144	Reptiles	Flowering plants
		Jurassic			144-208		1st birds/mammals
		Triassic			208-245		First Dinosaurs
	Paleozoic	Permian			245-286	Amphibians	End of trilobites
		Carboniferous	Pennsylvanian		286-320		First reptiles
			Mississippian		320-360		Large primitive trees
		Devonian			360-408	Fishes	First amphibians
		Silurian			408-438		First land plant fossils
		Ordovician			438-505	Invertebrates	First Fish
		Cambrian			505-570		1st shells, trilobites dominant
Proterozoic	Also known as Precambrian				570-2,500		1st Multicelled organisms
Archean					2,500-3,800		1st one-celled organisms
Hadean					3,800-4,600		Approx age of oldest rocks 3,800

Note: Dates are in millions of years

Taken from: MODERN PHYSICAL GEOLOGY, Graham R. Thompson Ph.D., Jonathan Turk Ph.D., Saunders College Publishing and the University of Alaska, Department of Geology.

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Schedule of Lectures, Exams, Readings & Field Trips

Interested in this year's nature hike? Here is a Quicktime Slideshow of the 2002 walk.

Pictures (2001) are shown below.
Natural Systems Field Trips

Pfeffer Park Morning Hike photographs

Pfeffer Park Afternoon Hike photographs

Natural Systems Field Trip Quicktime Slideshows

Pfeffer Park Morning Hike Quicktime Slideshow

Pfeffer Park Afternoon Hike Quicktime Slideshow

You'll need Apple's Quicktime to view quicktime movies and slide shows. Here's some pictures from our yr 2000 walk!

Morning dew and Tent Catepillars

One morning class at the Fabulous Bluffs One "Bluff" afternoon class!

The Cutbank

Lauren and her 400 million yr old rock

Olivia's class makes it's way upstream along Collins Run. More folks followed in the afternoon!

A beautiful mushroom And, finally, a close-up of a praying mantis' claws!

 

Module 1-Course Introduction and Overview

Students relax on huge boulders deposited at the base of the Bluffs during a recent storm.

Date	Topic	Readings
Week 1 8/26-28	Lecture: Introduction to the Course Lab: T - Introduction to the labs Lab, Th- Field Trip to Peffer Park (Sneakers!!), Meet in front of Peabody/Naturalist Essay	Seeing the Familiar, R Measuring Time, R Thinking Like a Mountain, R A Quicktime Slideshow of our 2002 Peffer Park Walk
Week 2 9/2-9/4	Lecture: From the Universe to Planet Earth Structure of the Universe Galaxies/Life & death of stars Labs: Introduction to Student Generated Labs How to Access all Human Knowledge--Library exercise Constellation Exercise PDF Seminars: No Tues Lab (Mon/Tues. switch week)	Astrobiology: Exploring the Origins, Evolution and Distribution of Life in the Universe Measurement and Statistical Methods, R **Naturalist essay due Statview Help--Demo Tutorial Science Center/SISSCAL Stats Workshop: Look for Announcement Here is a link to an Extensive Overview of Statview from the SAS Institute
Week 3 9/9-9/11	Lecture: Evolution Student generated lab brain storm session Lab: Sampling, Estimating, and Comparing Populations Population Analysis Lab Here are T-Test Notes you'll need for your Population lab.	Population Analysis Lab Origin of Species Readings, Darwin A Matter of Degree **Post Research Ideas

Module 2-Researching Biomes

These hominids feel an affinity with the Class Reptilia

Date	Topic	Readings
Week 4 9/16-9/18	Lecture: Earth's Thermostat: Global Bio-Physical Patterns Labs: Earth-Sun laboratory Student Generated Labs	Climate: Is the past the key to the future? Global patterns in biodiversity Post Critical Reviews/Suggestions for Peer Ideas Post Progress Reports **Population lab due
Week 5 9/23-9/25	Lecture: Global Perspetives and Georgraphic Information Systems Lab: Student Generated Labs	Chloropleth Maps **Sun lab due Post Critical Reviews Post Progress Reports
Week 6 9/30-10/2	Lecture: Research in Temperate Forests--Download Powerpoint Lecture Lab: Student Generated Labs	Landscape Structure and...Honeysuckle Honeysuckle and Nest Predation Habitat-Specific Resilience of...Honeysuckle Post Critical Reviews Post Progress Reports
Week 7 10/7-10/9	Lecture: Research in Antarctica Student Generated Labs Exam 1 Review Questions--Click HERE Lab: Round-robin review of S-G labs by class Lab Work	Geochemical linkages among glaciers, streams and lakes within Taylor Valley, Antarctica Water, From Water, Ice and Stone Post Critical Reviews **Lab Proposal Due
Week 8 10/14-10/16	Lecture:**EXAM I (covers through 10/4) Lab: Student generated lab work!	Post Critical Reviews Post Progress Reports

Module 2-Researching Biomes (post mid-term exam)

Date	Topic	Readings
Week 9 10/21-10/23	Lecture:Research in Freshwater Ecosystems •Lab: Student-generated labs,organization Discuss Time Scale Projects	The Role of the Mississippi River in Gulf of Mexico Hypoxia: Oversimplification and confusion Effects of Human Land Use on Fish Populations Western Students Research Project website **LAB PACKETS DUE (Posting + Hard Copy) Post Progress Reports
Week 10 10/28-10/30	Lecture: Research in Marine Ecosystems Lab: Student Generated Labs	Hurricanes, Coral Reefs and Rainforests: Resistance, Ruin and Recovery in the Caribbean Shifting ecological baselines and the demise of Acropora cervicornis in the North Atlantic and Caribbean Province: a Pleistocene perspective Discovery Lab Manual, 1 Post Progress Reports
Week 11 11/4-11/6	Lecture: Research in Desert Systems Lab: Student Generated Labs	Food Webs in Desert Communities, Polis Discovery Lab Manual, 2 Post Critical Reviews Post Progress Reports **Geologic Time Scales Due
Week 12 11/11-11/13	Lecture: Research in Urban Ecosystems 1 Lab: Student Generated Labs	Discovery Lab Manual, 3 Toxic Wastes and Race in the US Racism and the Environmental Justice Movement Indigenous Nations Geology and Environmental Justice Post Critical Reviews Post Progress Reports
Week 13 11/18-11/20	Lecture: Research in Urban Ecosystems 2 Student Generated Labs	Discovery Lab Manual, 4 Shading our Cities: Ch 1, 2, 9, 10, 14, 23 Inside Ecosystems Urban Ecosystems Reclaiming Cities for People Brownfields and Greenfields Post Progress Reports
Week 14 11/25	Lab:Student Generated Labs Thanksgiving Holidays	Readings Discussions Post Progress Reports
Week 15 12/2-12/4	Lecture: Advancing the Cause: Community-Based Environmental Education Lab:Student Generated Labs	Pedagogy of the Oppressed: Ch 2, P. Freire Children's Participation, Ch. 1, Hart Discovery Lab Manual, 5 Post Progress Reports
Week 16 12/9-12/11	Lecture: Research in Tropical Ecosystems Course Review: (DOWNLOAD the Final Exam Review Sheet--Part One) Course Review: (DOWNLOAD the Final Exam Review Sheet--Part Two Available NOW) Posting LAB HELP: (DOWNLOAD the Help Sheet! Lab: Final report preparation Course review	A Rainforest: First Impressions, Neotropical Companion Climatic Impact of Tropical Lowland Deforestation on Nearby Montane Cloud Forests **Student Generated Lab Reports Due post to web paper copy
Week 17 Final Exam Time???	Comprehensive Final Exam!!	See ya next semester!

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The Swans show off their feeding strategy in this Quicktime Video Check out the final report of the Swan Study.

Other Important Stuff

WCP 121/123 is part of your education in interdisciplinary studies. It is also part of your liberal education and the course is planned to explicitly address the principles of the Miami Plan for Liberal Education, Foundation IV-biology and lab science requirement. In the section that follows we give you some idea of the ways these principles are expressed in the course curriculum.

Critical Thinking: This course is characterized by DISCOVERY-ORIENTED Learning. Discovery labs are process-oriented and centered on the student. Students will learn to generate their own laboratory exercises, which the whole class will do together. We will critically evaluate hypotheses, experimental designs, and the methods of acquisition, and the analysis, of data.

Whereas content is important, student involvement is even more so. By stressing the process of scientific inquiry, discovery-oriented labs impart the content of science in a manner that makes science a way of knowing. Laboratory work is not added; it is integral to the development of critical thinking. Critical thinking is revealed in writing, presentations and discussions.

Understanding Contexts: The central context to be understood is that of science and scientific knowledge itself. This context is established by placing ourselves, faculty and students, as scientific learners.

Engaging with Other Learners: Engaging with other learners is of vital importance to the pedagogy of Natural Systems courses. Besides weekly discussion sessions, students will be working together on both instructor- and student-generated laboratories. We are building a cumulative "Natural Science Database" monitoring our local environment on the Western Campus and immediate locality. Student involvement in generating this Database will influence "other learners" in the future as well as the immediate group in any particular class. This unusual interaction permits contributions to be made from one class to another.

Reflecting and Acting: All Natural Systems courses recognize the relationship between the environment and society and each course provides a distinct, though related, series of angles from which this relationship may be viewed. The first course, WCP 121, is a course that reflects on both the biological and the physical sciences, with about two thirds emphasizing the biological sciences and one third the physical sciences. Implications of scientific data for making citizenship decisions are important to the students. The course is composed mainly of students majoring in Interdisciplinary Studies and Environmental Design. For both of these constituencies it is important to raise the questions: What is scientific knowledge? and, What does this knowledge mean for both local and global society?

Assessment: The very nature and direction of this course depend on student input. To a greater degree than most courses, WCP 121/123 evolves as a result of your participation. Your assessment of what the course has covered and what questions you would like to investigate next will determine the subjects and events of the last half of the course. We use an experimental approach (e.g., student-generated laboratories) to teaching that will demand much from you and the instructors.

Besides the formal assessment procedures of the Western Program, your instructors consult extensively with each other during course planning and work together closely to share resources and ideas.

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Interdisciplinary Studies: Natural Science Program Teaching Philosophy

Click if you'd like to learn about our instructor and student generated labs, independent research & publications, the natural science database, opportunities for field research, writing in the sciences, the Julia Rothermel Peer Science Center, and tutor responsibilities.

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